YEAR AT A GLANCE
Student Learning Outcomes by Unit
2014-2015
SCIENCE
GRADE LEVEL 1
UNIT: Solids and Liquids
Dates:
Networks A & B - 12/8 to 3/16
Networks C & F - 9/2 to 12/1
Networks D & E - 3/23 to 6/8
5 Sessions, 2-3 weeks
4 Sessions, 2-3 weeks
6 Session, 2-3 weeks
2 Sessions, 1 week
Overarching/general themes:
Properties of matter (solids and liquids); similarities and differences; conducting tests on materials
Textual References:
To Demonstrate Proficiency by the End of the Unit Students Will:
Solids and Liquids
Teacher’s Guide (STC)
Investigations 1-5
Identify properties of solids
and liquids through
observation
Investigations 6-9
Identify properties of solids by
testing
Investigations 10-15
Unique properties of liquids by
observation and testing
Investigations 16-17
Solids and liquids have both
similarities and differences.
 Observe and describe the properties of solids and liquids. (PS-1)
 Record observations with drawings, writing as appropriate.
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Conduct tests to investigate the properties of solids and liquids. Talk about their experiment and results. (PS-3)
Sort solids into groups on the basis of their properties. Explain how/why they made each group. (PS-2)
Compare similarities and differences among solids. Make a drawing and/or write a sentence about each. (PS-2)
Close Reading: STC Teacher Resource Guide text, Changing Solids
Compare similarities and differences among liquids. Make a drawing and/or write a sentence about each. (PS-2)
Apply tests to investigate new solids and liquids. Make a claim about a property of a solid or a liquid that they inferred
from the test that could not otherwise be observed. (PS-2)
 Compare the properties of solids with the properties of liquids. (PS-2)
 Communicate ideas, observations, and experiences through writing, drawing, and discussion. (routine talk/writing)
YEAR AT A GLANCE
Student Learning Outcomes by Unit
2015-2015
SCIENCE
GRADE LEVEL 1
UNIT: Organisms
Dates:
Networks A & B - 9/2 to 12/1
Networks C & F - 3/23 to 6/8
Networks D & E - 12/8 to 3/16
1-2 Session, 1 week
3-6 Sessions, 2-3 weeks
8-10 Sessions, 3-5 weeks
4-5 Sessions, 2-3 weeks
1-2 Sessions, 1 week
Overarching/general themes:
Observation with senses; organisms; basic needs of living things; plant and animal similarities and differences; characteristics; diversity of
life; humans as animals; woodland and freshwater habitats
Textual References
To Demonstrate Proficiency by the End of the Unit Students Will:
Organisms
Teacher’s Guide (STC)
Investigation 1
Comparing Plants and Animals
Investigations 2,3,6
Seeds and Life Cycles
Investigations 4-5, 7-12
Modeling Interactions with
Terraria and Aquaria
Investigations 13-15, 17
Investigating Systems through
Water and Terrestrial
Environments
Investigation 16
Understanding Themselves in
Relation to Plants and Animals
 Make comparisons among a variety of plants and animals. Make a claim about a similarity and a difference. Use
observations to explain their reasoning, through science talk or writing. (LS-1)
 Observe and describe the characteristics of seeds and plants in notebooks. (LS-1)
 Plant seeds and observe and record their growth with drawings and in writing in notebooks. (LS-1)
 Record observations for investigations in words and drawings in a notebook.
 Communicate ideas through writing, drawing, and discussion.
 Care for plants and animals outside their natural environments to develop a positive attitude toward living things.
 Read to enhance understanding of the basic needs of organisms and the diversity of life. Talk and write, as appropriate,
about the main idea of the text.
 Close Reading: STC Teacher Resource Guide, Four Amazing Plants.
 Observe/describe the characteristics of plants and animals in woodland and freshwater environments. (LS-8)
 Describe/explain observations and inferences made from the investigations, orally and in writing, e.g., we learn by using
senses; basic needs of organisms; specific needs of organisms; wide diversity of life; organisms grow, change and die
over time; similarities within and across animal and plant groups; humans are similar to other organisms. (LS-8)
 Apply knowledge about plants and animals to what they know about themselves. Make a drawing and/or write a
sentence about a similarity and a difference between themselves and a plant and themselves and an animal. (LS-6)
YEAR AT A GLANCE
Student Learning Outcomes by Unit
2014-2015
SCIENCE
GRADE LEVEL 1
UNIT: Air and Weather
Dates:
Networks A & B - 3/23 to 6/8
Networks C & F - 12/8 to 3/16
Networks D & E - 9/2 to 12/1
Overarching/general themes:
Air is matter, a gas, & can be compressed; change over time; weather; meteorological instruments; sun and moon position; moon phases
Textual References
To Demonstrate Proficiency by the End of the Unit Students Will:
Air and Weather
Teacher’s Guide (FOSS)
7 Sessions, 3-4 weeks
Investigation 1
Exploring Air
6 Sessions, 3 weeks
Investigation 2
Observing Weather
4 Sessions, 2 weeks
Investigation 3
Wind Exploration
5 Sessions, 2-3 weeks
Investigation 4
Looking for Change
 Observe the properties of air as it interacts with other materials, e.g., it is matter, takes up space; interacts with objects;
is all around us; can be compressed; it is a gas. (ES-2)
 Observe the properties of air when it is put under pressure, recognizing it can move things. Give an example of what
happens to air under pressure. (ES-2)
 Compare the path a balloon rocket travels along a flight line to that of an air-filled plastic bag. Draw and write a
sentence that explains the difference in the flight line.
 Observe and record daily weather on a class calendar and in individual notebooks. (ES-3)
 Observe and compare cloud types. Draw and describe two different types.
 Measure temperature and rainfall. Record data in a notebook. (ES- 3)
 Describe/explain observations and inferences made from the investigations, orally and in writing, e.g., weather is the
condition of the atmosphere (air) and changes over time; temperature, precipitation, and cloud types are components
of the weather that can be described; there are different kinds of clouds; rain is water that comes from clouds. (ES-5)
 Close Reading: FOSS Science Stories, Understanding the Weather (ES-3)
 Observe and compare the action of moving air and its effects on pinwheels, bubbles, and kites. Write a description
about how the air moved the object. (ES-2)
 Observe and describe the direction of the wind using wind vanes. Write observations in a notebook. (ES-2)
 Observe and describe the speed of the wind using an anemometer. Record data in a notebook. (ES-2)
 Describe/explain observations and inferences made from the investigations, orally and in writing, e.g., wind is moving
air; wind speed and wind direction can be described using anemometers and wind vanes; wind scales are tools used to
describe the speed of the wind. (ES-2)
 Organize and graph class weather data recorded for a month. (ES-3)
 Record weather data throughout the year and compare seasonal weather conditions. (ES-3)
 Observe the changing location of the Sun during a day and connect it to the idea that the sun heats the Earth during the
day. Write/draw a description of the Sun’s movement over time. (ES-4)
 Observe and record nightly weather and the changing appearance of the Moon. (ES-5)
 Describe/explain observations and inferences made from the investigations, orally and in writing, e.g., weather
conditions change over time, the pattern of the Moon’s appearance can be organized, compared, and predicted; the Sun
and Moon appear to move across the sky. (ES-5)